Blog Archives

Initial Mean Length of Utterance Predicts the Relative Efficacy of Two Grammatical Treatments in Preschoolers With Specific Language Impairment

Results: Predictions were confirmed for children with initially low MLU but not for children with initially high MLUs. MLT facilitated growth of grammar better than BTR in children who were initially in Brown’s stage I. Effects maintained 5 months after treatment ended.

from the Journal of Speech, Language, and Hearing Research

The effectiveness of Korean number naming on insight into numbers in Dutch students with mild intellectual disabilities

The Korean method of number naming seems to be a promising way to teach students with mild intellectual disabilities insight into numbers.

from Research in Developmental Disabilities

The effectiveness of Korean number naming on insight into numbers in Dutch students with mild intellectual disabilities

Children from Asian countries score higher on early years’ arithmetic tests than children from Europe or the United States of America. An explanation for these differences may be the way numbers are named. A clear ten-structure like in the Korean language method leads to a better insight into numbers and arithmetic skills. This assumption forms the basis of the current study. Examined is whether an intervention with number naming in the Korean way influences number awareness of students with mild intellectual disabilities (N = 70; mean age: 9.0 years). The results indicate a positive effect of this alternative method of number naming on the insight into numbers up to 20. However, the effect did not generalize to insight into numbers 21–100. The Korean method of number naming seems to be a promising way to teach students with mild intellectual disabilities insight into numbers.

from Research in Developmental Disabilities

Feasibility, Efficacy, and Social Validity of Home-Based Storybook Reading Intervention for Children With Language Impairment

Conclusion: Study results raise questions about the feasibility of home-based intervention for some families; future research that examines the characteristics of families that may affect completion are needed. The causal effects of print-focused reading sessions are promising for addressing children’s print-concept knowledge but not alphabet knowledge. Home-based reading intervention has considerable social validity as a therapeutic approach.

from the Journal of Speech, Language, and Hearing Research

Evidence-Based Practice for Children With Speech Sound Disorders: Part 1 Narrative Review

Conclusion: Collaborative research reflecting higher levels of evidence using rigorous experimental designs is needed to compare the relative benefits of different intervention approaches.

from Language, Speech and Hearing Services in Schools

Evidence-Based Practice for Children With Speech Sound Disorders: Part 2 Application to Clinical Practice

Conclusion: SLPs need to use their clinical expertise to integrate research findings with the constraints and complexities of everyday clinical practice and client factors, values, and preferences in their management of SSDs in children.

from Language, Speech and Hearing Services in Schools

Component analysis of verbal versus spatial working memory training in adolescents with ADHD: A randomized, controlled trial

Adaptive training of working memory (WM) using the Cogmed-RM intervention has recently shown some efficacy as an alternative treatment for ADHD, but this intervention may not be optimally designed. A recent component analysis of WM has suggested that maintenance in primary memory (PM) appears to be largely intact whereas recall from secondary memory (SM) appears to be deficient in ADHD relative to age-matched controls. However, extrapolating from basic research, there is reason to believe that Cogmed-RM may target the PM component more than the SM component; though training with spatial exercises may target the SM component more than training with verbal exercises. To investigate, participants diagnosed with ADHD were randomly assigned to either a verbal training condition (n = 24) or a spatial training condition (n = 23) using a randomized, controlled design, and both groups were instructed to complete at least 20 days of training. The PM and SM components of WM were assessed immediately before and after training using both verbal and spatial free recall tasks. The main findings showed that both versions of the intervention enhanced the maintenance of information in PM regardless of test modality, but not the recall of information from SM. Therefore, the component of WM that is improved by Cogmed-RM is not the same component of WM that is deficient in ADHD.

from Child Neuropsychology

Examining the Efficacy of an Intervention to Improve Fluency and Reading Comprehension in Spanish Children with Reading Disabilities

The main goal of the present study was to examine the efficacy of a multi-component programme to improve reading fluency and text comprehension in Spanish children with reading disabilities (RD). Special needs teachers were trained in the application of the programme, which included repeated reading plus phonological awareness training and grapheme-phoneme decoding training. Instruction was delivered one to one. Participants were 22 students with RD, aged 10-13, distributed in two groups: one with 12 children who received the intervention (experimental group), and the other with 10 children who received no intervention (comparison group). The effects of the training programme were evaluated using gains in scores on word and pseudo-word reading and text reading fluency, as well as on a text comprehension test. Results of analyses of covariance comparing the two groups with age as a covariate showed that children who participated in the intervention obtained statistically significant gains on the reading measures used, with the exception of text comprehension. Results are discussed with regard to effective interventions for students with reading disabilities. Reflections on the study’s limitations provide a basis for recommending future lines of research.

from the International Journal of Disability, Development and Education

Language intervention in the school years: a systemic approach

In this paper we consider intervention for children with developmental language difficulties from a systemic approach. Much of the literature concerning intervention for language difficulties focuses on child and therapist. Our argument is that it is necessary to consider the child in the wider educational and social context. The immediate or proximal context is primarily the school and family for it is in these two settings that children spend the large majority of their time. The more distal context concerns the wider society in which the child lives. This analysis, therefore, considers not only the child and direct interventions but also the socio-political context in which the interventions occur.

from Revista de Logopedia, Foniatría y Audiología

The effect of a psycho-educational program on CARS scores and short sensory profile in autistic children

Individually tailored psycho-educational therapy had a significant effect on autism severity according to CARS. Changes in the SSP scores were not significant.

from the European Journal of Paediatric Neurology

Prelinguistic vocal development and children with hearing loss who are acquiring Spanish

Prelinguistic vocal development is the process by which children begin to produce increasingly complex, phonetically diverse, and speech-like utterances before they say words on a regular basis. Despite its clinical interest, few studies have explored vocal development in very young children with hearing loss who are acquiring Spanish. This article represents an effort to fill this gap. In it, the reader will find a discussion of typical patterns of development in children from different language environments, with a special emphasis on Spanish. In addition, procedures for assessing vocal development through speech sampling and an intervention approach for children with delays in vocal development are presented. This information is intended to be of use for speech-language therapists, audiologists, and teachers of deaf children, and to encourage further research into the prelinguistic and early linguistic abilities of very young children with hearing losses who come from Spanish-speaking families.

from Revista de Logopedia, Foniatría y Audiología

Early language intervention for children with intellectual disabilities: A neurocognitive perspective

For children with intellectual disabilities (ID), stimulation of their language and communication is often not a priority. Advancements in brain research provide guidelines for early interventions aimed at the stimulation of language and communication skills. In the present study, the effectiveness of an early language intervention which draws upon neurocognitive principles of language processing and language learning was assessed. Ten children participated in the intervention and 18 were followed for control purposes. The intervention group showed greater progress than the control group. The higher learning gains for the intervention group were mostly driven by the non-speaking children. However, the progress of the intervention children slowed down significantly following intervention.

An early language intervention such as that studied here can accelerate the language development of children with ID. To maintain the effects, however, the intervention should be prolonged in several settings that focus on consecutive learning (e.g., day-care centres and schools).

from Research in Developmental Disabilities

Augmented Language Intervention and the Emergence of Symbol-Infused Joint Engagement

Conclusions: The effects of parent-coached augmented language interventions generalize to children’s engagement in child–parent interactions outside the intervention context in ways that may facilitate additional language acquisition.

from the Journal of Speech, Language, and Hearing Research

The potential contribution of communication breakdown and repair in phonological intervention

This paper explores the potential contribution of communication breakdown and repair sequences in phonological intervention. The paper is divided into two parts. In part one, we examine the inclusion of communication breakdown and repair sequences across three current approaches to phonological intervention. The review of this literature highlights a need for researchers to better document the teaching dialogue used in therapy. In part two of this paper, we consider how a unique type of clarification request containing an incorrect production could be applied in an intervention context. Reasons why such a unique counterintuitive clarification request might help children’s speech are considered. The need to better understand the effect of different types of clarification requests on children’s speech production skills during phonological intervention is discussed.

from the Canadian Journal of Speech-Language Pathology and Audiology

Fidelity: An Essential Component of Evidence-Based Practice in Speech-Language Pathology

Conclusion: Treatment fidelity is a neglected construct in the EBP literature; however, fidelity is a crucial construct for documenting intervention effectiveness and engaging in EBP.

from American Journal of Speech Language Pathology